Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Situating case-based learning among other learning-centric pedagogies

    Access Status
    Fulltext not available
    Authors
    Dobozy, Eva
    Date
    2014
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Dobozy, E. 2014. Situating case-based learning among other learning-centric pedagogies, in Nygaard, C. and Bartholomew, P. and Branch, J. (ed), Case-based learning in higher education, pp. 17-37. Faringdon, Oxfordshire: Libri Publishing.
    Source Title
    Case-based learning in higher education
    ISBN
    9781909818323
    URI
    http://hdl.handle.net/20.500.11937/30391
    Collection
    • Curtin Research Publications
    Abstract

    The proliferation of meanings of case-based learning (CBL), case-based teaching (CBT) or simply learning and teaching with case studies (CS), and the often confusing mix between CBL/T and problem-based learning (PBL) or inquiry-based learning (IBL), necessitates an attempt to situate CBL and other action-based and experiential approaches to learning and teaching within the learning-centric pedagogical landscape. Moreover, it demands clarity about the definitional constructs used within this chapter. Hence, I will commence with a definition of the noun Definition, which is, according to the Oxford Dictionaries (2013;1) "a statement of the exact meaning of a word", with the sole purpose to get to the essence of an object, notion or concept. In the case of situating CBL among other learning-centric pedagogies, the aim is to establish boundaries, scope, characteristics and limits of CBL before exploring aspects of its history, philosophy, and relational alliances with other learning-centric models of education The parts of what I call the learning-centric pedagogical model of contemporary education include, but are not limited to, learning and teaching strategies introduced here.

    Related items

    Showing items related by title, author, creator and subject.

    • Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning styles
      Scott, Donald E. (2009)
      This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
    • Implementing Innovative Technology: Towards the Transformation of a University
      Pelliccione, Lina (2001)
      Growing pressure is being placed upon educational institutions as students, employers and governments look at the economic, demographic and technological environments of the present, expecting them to have the answers for ...
    • Teaching and Learning Genetics with Multiple Representations
      Tsui, Chi-Yan (2003)
      This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.